# chapter10

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```					                                        Chapter __10___: Mathematics Content Analysis Form

1. Using Chapter Planner and Mathematics Across the Grades, identify the Big Ideas and Themes for chapter 10.

The students will understand time relationships and determine the duration of intervals of time.

2. Using the Chapter Planner and Chapter at a Glance, list the Standards addressed in chapter _10__.
California Standard – List all standards                        Standard:             Introductory,       Where else taught (i.e other
√ Key Standards                                  Partial/Complete        Mastery, or Review      chapters or lessons)?
Lesson
     MG 1.4 Tell time to the nearest quarter hour and know        L1: tell time only/
relationships of time (e.g. minutes in an hour, days in a    L2: no/ L3:            introduced            (2nd grade) Pg.125-128, 162
month, weeks in a year)                                      relationships only/
L4: no / L5:
relationships only

     MG 1.5 Determine the duration of intervals of time in hour   L1: no/ L2: yes/       introduced            (2nd grade) Pg.139-140, 144
(e.g. 11:00 a.m. to 4:00p.m.)                                L3: no/L4: no/ L5:no

     NS 6.1 Recognize when an estimate is reasonable in           L1: no/ L2: no/        review                (2nd grade) Pg.132, 143-144
measurements (e.g. closest inch).                            L3: no/ L4: yes/
L5: yes

     MR 1.2 Use tools, such as manipulatives or sketches, to      L1: no/L2: yes/        review
model problems.                                              L3: yes/ L4: no/
L5: no
embedded through out
     MR2.0 Students solve problems and justify their              L1: no/ L2: solve      review
problems only/ L3:
reasoning.                                                no/ L4: no/ L5: no

embedded through out
L1: no/ L2: no/       review
      MR 2.1 Defend the reasoning used and justify the          L3: no/ L4: no/
procedures selected.                                      L5: yes

Determine how many days this chapter will take after your analysis. 7

3. Read Introducing the Chapter and describe how it connects to the Big Ideas and Themes for Chapter _10_.
Shows the different seasons of the year and asks in which month the activity takes place.
It does not discuss a.m., p.m., elapsed time, estimated time, and time conversions (e.g. weeks to
days).

4. Using the Mathematical Background section of each lesson, summarize the content support given.
Lesson:                                            Standard:                  Content Support:
MG 1.4                     A.M. and P.M. abbreviations show the sun’s position over
1- Daily Events                                    MR 2.0                     celestial meridians (curved imaginary lines) over the earth.
MG 1.5, 1.4                Elapsed time is not a base ten system. Students will only count
2- Problem Solving: Use a Model                    MR 1.2                     to 12 then start over.
MG 1.4                     A month is about how long it takes the moon to go around the
3- Use a Calendar                                  MR 2.0, 2.1                earth.
NS 6.1                     Review of skills taught K-2. TE suggests timing children as
4- Estimate Time                                   MG 1.4, 1.5                they do activities. Estimating timed activities will develop
MG 1.4, 1.5             Reviews skills taught K-2. Students need daily practice using
5- Time Relationships                                                 tools and estimating time intervals.

We would need 2 additional days. 1) To begin we would need to review the days of the week, telling time (with the use of a clock),
and calendar. 2) The next additional day will be used to review the most difficult new concepts learned during the chapter prior to the
final chapter assessment.

CHAPTER ANALYSIS: ASSESSMENT
Analyze and modify (as necessary) your SUMMATIVE ASSESSMENTS for Chapter _10___.
Big Ideas – Day Two              Summative              Checking for Balance:      Checking for Rigor:          Modifying Problems
List the Big Ideas            Assessments             Answer the following      Write the assessment        Identify and write any
from Chapter Analysis Work -    List problems from the       questions about the     questions matching the    modifications to questions that
Day Two:             assessments that refer to        assessments:          rigor of the standard:         need to be made:
the Big Ideas:
Time relationships     1. How many problems         YES   NO
# 1, 2, 3, 4, 8        are conceptual? __all__                   Question 9 does
2. How many problems
1-8   9       not match the
The students will        Time intervals         are problem solving?         10         standard. It shows
# 5, 6, 7, 9, 10       _none_
understand time                                                                         elapsed time to the
relationships and                               3. How many problems
minute while the
are procedural? __2__
determine the duration
of intervals of time.                           4. List the actual problem
numbers for the:
elapsed time to the
• Conceptual Problems
1- 10
hour.

• Problem Solving
Problems
N/A

• Procedural
Problems:
9 and 10

Chapter 10 Analysis Form
Universal Access

Read Reaching All Learners in the Unit Planning pages before chapter _10_. Identify and summarize
strategies and techniques that can be utilized for the different learning groups.
English Learners        Special Education      Students at Risk    Advanced Learners     Big Ideas
Students             of Failing
Use pictures and       Copies of vocabulary    Use pictures and     Riddles on index
models (e.g. calendar   cards- practice using     models (e.g.        cards. Model
and clock)             and using in a        calendar and       answers on a clock.
sentence               clock)
Draw pictures to
reinforce learned                              Draw pictures to
vocabulary                                  reinforce learned
vocabulary.

Copies of
vocabulary cards-
practice using
and using in a
sentence
Turn to Chapter 10: Chapter Planner and Chapter at a Glance. List and summarize definitions for
vocabulary words critical to understanding the emphasized standards identified in the Chapter Analysis-
Day 2 for Chapter 10 : Also, list strategies for supporting student acquisition of vocabulary.

Words and Definitions to Know:
A.M.- the time between midnight and noon
P.M.- the time between noon and midnight
Noon- 12:00 in the daytime
Midnight- 12:00 in the nighttime
Week- 7 days
Month- 28, 29, 20, or 31 days
Calendar- a chart showing the days, weeks, and months of the year
Year- 365 or 366 days

Strategies to Support Vocabulary Acquisition:
Vocabulary cards on word wall
Children dictate stories using vocabulary/Circle vocabulary words in the story
Sentence frames
Review math terms
Matching games/ with students generated sentences on one and picture on the other

Using the Family Involvement Activities resource book, describe the resources available for Chapter _10_ and how
you would use these with your students.
It includes vocabulary and key concepts. Also, has a calendar with sample questions. The practice page has
questions on time and provides answers. Lastly, The math game is a memory game and it shows time conversions.

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